Graduation Project Document Submitted to Department of General Education in Partial Fulfillment

for the Requirements for the Degree of A Bachelor of Education in English language teaching

The Role of Short Stories in Developing Reading

and Writing Skills among EFL Learners

Prepared By
Sara Hasanayn Ali
Aya Raaed Abdullatif
Sanaa iskandr oyed

Supervised By
Asst. Lect. Shwana Qadir Perot

2023 – 2024
 Certification

I certify that this project was prepared under my supervision at the department of General
Education/ELT. College of Education, and University of Cihan as a partial requirement for the
degree of:

Bachelor of Education

Supervised By

Asst. Lect. Shwana Qadir Perot

Date: / /2024

In view of the available recommendation, I forward this project for debate by the examining
committee

Dr. Ahmed Abd Aoun Abd Ali

Head of Department of General Education /College of Education l

Cihan University-Erbil

Date / /2024

We, the examining committee, certify that we have read this project and have examined the students
in its contents and that in our opinion it is adequate as a partial requirement for the degree of:

Bachelor of Education

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Examining committee

Approved for the departments committee of undergraduate studies.

Dr. Ahmed Abd Aoun Abd Ali

Head of Department of General Education /College of Education /

Cihan University-Erbil

Date / /2024

III
 Dedication

I dedicate my dissertation work to my family and many friends. A special feeling of gratitude to my
loving parents, and my sisters and brothers. They were with me in every step, thank you for all
power that you gave me.

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 Acknowledgement

We would like to express our special thanks of gratitude to our university Cihan University as well
as the President of the University Dr. Amjad Saber and the Head of the Department, Dr. Ahmed
Abd Aoun Abd Ali for such a golden opportunity.

It is a genuine pleasure to express our deep sense of thanks and gratitude to our supervisor Asst.
Lect. Shwana Qadir Perot.. His dedication and keen interest above all his overwhelming attitude to
help us had been solely and mainly responsible for completing our research.
Our experience at Cihan University-Erbil has been extremely positive, and we would like to express
our gratitude to the administration and management for providing the ideal atmosphere in which to
develop and learn new skills. Our professors were instrumental in helping us improve our
understanding, communication and Education skills.

A heartfelt gratefulness and appreciation to our families for supporting us. Without them, all of this
would have been possible. They have always been there for us and supporting us no matter what.

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 Table of Content

Table of Content
Dedication ................................................................................................................................... IV
Acknowledgement .......................................................................................................................V
Abstract ...................................................................................................................................... VII
Chapter One: Introduction 1
Background of the Study 2
Statement of the Problem 2
1.2. Significance of the Study 3
1.3. Purpose of the Study 3
1.4. Research Questions and Hypotheses 3
1.5. Definition of Key Terms 3
1.6. Organization of the Research 4
Chapter Two: Literature Review 5
2.1. History of Literature in ELT 6
2.2. Why Short Stories? 8
2.3. Choosing the Text 9
2.4. Short Stories and Language Skills Development 10
2.4.1. Reading 11
2.4.2. Writing 11
2.3. Gaps of the Study 11
CHAPTER Three: METHODOLOGY 12
Introduction 13
3.1. Research Design 13
3.2. Participants 14
3.3. Materials and Instruments 14
3.4. Data Collection Procedures 19
3.5. Data Analysis 20
CHAPTER |Four: RESULTS & DISCUSSION 21
4.1. Introduction 22
4.2. Answering the Research Questions 22
4.3. Discussion 31
CHAPTER Five: CONCLUSION & IMPLICATIONS 34
5.1. Introduction 35
5.2. Conclusion 35
5.3. Implications 35
5.4. Limitations and Suggestions for Further Studies 35
References 37
Appendix A 38

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 Abstract

This study is entitled with The Role of Short Stories in Developing Reading and Writing Skills among
EFL Learners. It focuses on the importance of short stories in EFL classrooms. The study is conducted
at Cihan University-Erbil (CUE). The importance of this study comes from the fact it focuses on
using a specific kind of literature in the EFL classrooms for the purpose of developing the reading
skill and writing skill of the learners. It follows the quantitative and qualitative methods. The
participants are75 EFL students at CUE. They were both males and females. The study has three
hypotheses. The study concludes focusing on the importance of writing and reading skills
development by using short stories. It recommends the EFL to pay more attention to the use of short
stories in the EFL classrooms. This study is unique in terms of the outcomes which is possible to
applied in other universities in Kurdistan Region-Iraq in specific and Iraq in general.

Keywords: EFL classrooms, EFL learner, writing, reading

VII
 CHAPTER I

INTRODUCTION
1. Background of the Study

The use of short stories for improving reading and writing skills in English as a second or foreign
language (EFL) has drawn robust attention in recent years. In the light of this interest, a variety of
tasks and activities have been devised in order to incorporate these two tools in foreign language
(L2) teaching and learning. It is salient through the studies conducted that short stories can each
create an encouraging and motivating atmosphere for EFL learners to better improve their reading
and writing skills.

Short stories serve quite effectively to improve learners’ reading skills and vocabulary
knowledge. For example, a study conducted by Lao and Krashen (2000) at a university in Hong
Kong found that students who read short stories showed more improvement in vocabulary and
reading than those who read nonliterary texts. In another study by Tse (1996), students were
assigned two novels in addition to four other novels that they decided on as a group. No direct
language instruction was done and the class time was devoted to discussions about the books and
reading strategies. Students showed positive reactions to this application because they reported an
improvement in their confidence and an increase in their enthusiasm about continuing to read in
English.

There are also a number of studies that highlight the positive impact of the use of short
stories on writing skills. For instance, Murdoch (2002) contends that low-level learners can be
asked to write short dialogues or describe one of the characters in the story in order to foster their
writing skills. He also asserts that by using short stories, intermediate-level language learners can
write some dialogues and act them out, allowing them to augment their writing skills. As for
learners with a high language proficiency level, he suggests that they can be assigned more
complex writing tasks such as writing a new ending to the story.

1.1. Statement of the Problem

The EFL learners always have problems in English language skills especially reading and writing.
They also have different levels of proficiency in reading and writing skills. They also face these
problems even after graduation. Some of the future EFL teachers (today-students) also have some
problems with their students.

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1.2. Significance of the Study

The study is considered unique in terms of the fact that it investigates the relationship between a
specific kind of literature which is short stories and two main skills which are reading and writing.
Both skills are crucial and necessary for any EFL learners. Another point is that this study is
concerned with developing the EFL learner-skills and the results can be applicable with other EFL
learners.

1.3. Purpose of the Study

Short stories can also be used to teach language learners how to read or write a text from different
perspectives by utilizing different registers in their tasks. For example, in a study by Birlik and
Salli-Copur (2007), the learners were asked to write three different letters to (a) an advice column
(the agony aunt) of a well-known newspaper, (b) a friend, and (c) a lawyer from the view of a
character in the story, who asks for advice after her ex-fiancé is reported missing. With this
particular activity, learners had the opportunity to practice different registers by varying the people
to whom they wrote the letters, thus enabling learners to enhance their writing competence. The
current study mainly aims at developing the reading and writing competences and skills.

1.4. Research Questions and Hypotheses

RQ1. To which extent do short stories develop reading skill of EFL learners?

RQ2. To which extent do short stories develop writing skill of EFL learners?

RQ3. What are the students’ attitudes toward the efficacy of short story in developing reading and
writing skills?

1.5. Definition of Key Terms

EFL: English as a Foreign Language

Reading Skill: it is a receptive skill. it is one of the four skills in Language Learning/Teaching field
in addition to the other skills like 1. Writing, 2. listening and 3. Speaking.

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Writing Skill: It is a productive skill. It is one of the four skills in Language Learning/Teaching
field in addition to the other skills like 1. Reading, 2. listening and 3. Speaking.

1.6. Organization of the Research

This study has five chapters. The first chapter is the introduction of the project. It includes
background of the study, problem statement, Significance of the Study, Purpose of the Study,
Research Questions and Hypotheses and Definition of Key Terms. Chapter two discusses the
literature review, History of Literature in ELT, Why Short Stories? Choosing the Text, Short Stories
and Language Skills Development, Reading, Writing and Gaps of the Study. Chapter three
includes Research Design, Participants, Materials & Instruments, Reading Habits, Usage of Short
Stories, Writing Skills, Engagement and Interest, Classroom Experience, Suggestions and
Feedback, Overall Perception and Data Analysis. Chapter four includes Answering the Research
Questions, and Discussion. Chapter five includes Conclusion, Implications, and Limitations and
Suggestions for Further Studies.

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 CHAPTER II
REVIEW OF THE RELATED LITERATURE

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2.1. History of Literature in ELT

It is an indisputable fact that teaching literature is an important part of foreign language teaching.
As a reflection of culture of the society in which the language is spoken, literature should be
included in all curricula. Literature is an authentic material and by reading literary texts students
face language written for native speakers and try to understand the texts. They also have to learn
literary features such irony, exposition, climax, narration and so on (Collie & Slater, 1988, pp. 3-
4).

In this way, literature develops readers’ language and literary awareness. It is very motivating and
it provides them with an understanding of another culture (Lazar, 1993, pp. 14-15). Together with
learning about the culture, students also learn about the past and present and about people’s
customs and traditions (Erkaya, 2005). It can also be used to reinforce the language skills and
complement language teaching (Erkaya, 2005). Literature promotes students’ creativity (Brumfit
& Carter, 2000, p.193). It can stimulate the imagination of students, develop their critical abilities
and increase their emotional awareness (Lazar, 1993, p.19). Another aim of using literature in
language teaching is to encourage students to read and experience it for their personal enrichment
(Pieper, 2006, p.5). While reading literary texts, the interaction between the reader and the text is
very important; personal interpretations and analysis of literature are based on not only the textual
elements but also the readers’ personal views, experiences and feelings (cited in Khatib, 2011, p.
151). Cruz believes that studying literature enables students to construct their own interpretation
and reflection, according to their own experience, by thinking critically and comparing and
contrasting two different cultures. As long as readers pay attention to what they are reading and
they feel close to the characters and share their emotions, they will feel they are getting possessions
of an unknown territory (Collie & Slater, 1988, p.6). Vandrick states that literature motivates
students to explore their own feelings through experiencing feelings of the characters in literature
(cited in Erkaya, 2005). As can be seen literature is necessary and beneficial in EFL classrooms.
However, what to teach in literature is the crucial point. Carter and Long (1991) emphasize this
point as in the following: To encourage personal growth the teacher has to stimulate and enliven
students in the literature class by selecting texts to which students can respond and in which they
can participate imaginatively, by promoting the kind of conditions for learning in the classroom
which will make the reading of literature a memorable, individual and collective experience and,

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above all, by enthusiasm for and commitment to the teaching of literature as literature. (p. 3) The
second step in literature teaching in EFL classrooms is to decide which genre should be taught
first. Short story has some advantages to teach compared to other genres. Collie & Slater (1988, p.
196) claim that short stories are the ideal way of introducing students to literature. The short story
provides the teacher with a rather convenient vehicle for examining literary elements in a limited
context. Crumbley & Smith (2010, p. 292) state that short stories connect education with
entertainment in order to make learning easier and interesting. Short stories provoke emotions in
us. They inform us how people can behave; they teach us something about human psychology. In
reading a story, we can recognize and understand ourselves and others (Crumbley & Smith, 2006,
p. 4). By analysing the short stories, students start thinking critically. On the other hand, students
believe that literature is something that is boring and difficult to understand. Lack of literary
competence, they believe that they cannot interpret what the idea given in the literary text is. With
this anxiety, mostly they refuse to read literature. In English language teaching departments, there
are some literature courses, which are compulsory. In these courses the students are expected to be
familiar with literature and literary terms and also, they should gain ability to use them in their
language classes. The students of English language teaching departments are not expected to
improve their literary competence as much as those of literature departments. In ELT department,
literature is only a means of teaching the foreign language. Therefore, to appreciate literature, to
enjoy it and to get benefits from literature will be enough for such students. With these ideas in
mind, the students of ELT department of Akdeniz University were exposed to short stories to
develop their literary awareness and their abilities to use them. They were expected not only to
analyze the short stories but also to develop some activities to teach them in language classroom.
At the beginning of the course, they were mostly anxious and against the idea of studying literature.
After finishing the education for two months, and reading7 stories, it was observed that their points
of view for the course changed in a positive way. They started to enjoy literature, join the
discussions and activities in class. This was the starting point of this study. It was tried to find out
if the changes observed would reflect from the ideas of the students in terms of studying short
story.

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2.2. Why Short Stories?

Despite its benefits for students, some objections are always raised against the use of literature
in public schools due to overcrowded classes, overloaded syllabus and limited time—some
problems commonly met in elementary to high public schools in almost all developing
countries. First, the deviated and figurative language of poetry necessitates very long time to
grasp. Second, the length of novel will make it difficult for such classes to finish. Finally,
drama can be used in classes, but it will be difficult to act out a play in crowded classes
within limited course hours. Considering these objections, it is obvious that among literary
forms, short-story, which is defined by Poe (as cited in Abrams, 1997, p. 158) “as a narrative
that can be read at one sitting of from one-half hour to two hours, and that is limited to ‘a certain
unique or single effect,’ to which every detail is subordinate”, seems to be the most suitable one to
use in public schools. Since it is short, and aims at giving a ‘single effect’, there is usually
one plot, a few characters; there is no detailed description of setting. So, it is easy for the
students to follow the story line of the work.

The idea that short stories are the most suitable literary genre to use in English teaching
due to its shortness is supported by Hirvela and Boyle’s (2006) study on adult Hong Kong
Chinese students' attitudes towards four genres of literary texts (short story, novel, poetry
and drama) indicated short stories as the genre that is less feared and the second most enjoyed
(43%; the novel is the most enjoyed with 44%), since short stories are easy to finish and
definite to understand. The idea is also in line with Collie and Slater (1991, p.196) when
they list four advantages of using short stories for language teachers. First, short stories are
practical as their length is long enough to cover entirely in one or two class sessions.
Second, short stories are not complicated for students to work with on their own. Third, short
stories have a variety of choice for different interests and tastes. Finally, short stories can be
used with all levels (beginner to advance), all ages (young learners to adults) and all classes
(morning, afternoon, or evening classes).

The idea that short stories are very suitable to use in English teaching is supported by Pardede’s
(2021) research findings on the interest, perceptions, and the perceived needs of the students
of the English teachers training of Christian University of Indonesia towards the

8
incorporation of short story in language skills classes. The research revealed that a majority of
the respondents basically found short stories interesting to use both as materials for self-
enjoyment and of as components language skill classes. Most of them also agreed or strongly
agreed that the incorporation of short stories in language skills classes will help learners
achieve better mastery of language skills. They even believed that English teacher candidates
should master the skills of employing short stories to teach language skills. In addition, the
statistical analysis revealed that the students’ interest and perceptions were positively and
significantly correlated, and both variables significantly affected each other.

2.3. Choosing the Text

The use of short-story in English teaching should be aimed to encourage the students to use
what they have previously learnt. By doing this, the learning process will be student-centered.
However, the teacher plays a great role.

She/he must choose a suitable text to use in class, and should help her/his students understand
the story with various activities.

In using short stories to teach English, story selection is indeed one of the most important roles of
the teacher. Since the lengths of short-stories quite vary, choose a story short enough to handle
within course hours.

The shortness of the text is important for the students because they will see that they can
read, understand and finish something in English, and it will give the students a feeling of
achievement and self-confidence.

Besides the length of the text, Hill (1994, p. 15) points out three other basic criteria of
choosing the text: (1) the needs and abilities of the students; (2) the linguistic and stylistic level
of the text; (3) the amount of background information required for a true appreciation of the
material.

The importance of considering these criteria could be perceived by realizing that the
vocabulary and sentence structure of the short-story to be studied must be suitable to the level
of the students. The short-stories with archaic, slang, foreign words, and allusions, having

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sentences imitating the speech of a particular locality or ignorant people or foreigners
should be avoided if the text is intended for students below intermediate level. Similarly,
very long sentences are difficult for students to understand. As students will not understand these
sentences and words, they will get bored and not read the work. Therefore, before giving
the short-story, the teacher should decide the readability of the text.

In order to meet that readability criterion, using graded or simplified stories is possibly the
most practical way. According to Ur (1996), “... the use of authentic’ text with less proficient
learners is often frustrating and counterproductive” (p. 150). Therefore, the use of simplified
text with less proficient readers is highly suggested for the sake of suiting the texts with
the level of students.

In addition to the previous criteria, Spack (1985) suggests the aspect of interest to be
considered. According to him, it is important for the teacher to choose stories that would interest
students that he/she most likes to read and teach, and that have been made into film to
provide visual interpretation. McKay (2001, p. 322) pointed out that students read and enjoy
a text if the subject-matter of the text is relevant to their life experience and interests.

2.4. Short Stories and Language Skills Development

Short stories allow teachers to teach the four skills to all levels of language proficiency.
Murdoch (2002) indicates that “short stories can, if selected and exploited appropriately,
provide quality text content which will greatly enhance ELT courses for learners at intermediate
levels of proficiency” (p. 9). According to him, short stories could be very beneficial materials in
ELT reinforcement by using them in learning activities such as, discussion, writing and
acting out dialogues.

In the following sections, while showing how to exploit a short story to develop language skills,
a series of activities is presented as a sample so that teachers get concrete ideas about
how to use short stories in their EFL classrooms. A student-centered approach is presented
in this sample. This approach allows more exploration of the short story, offers the students
more opportunities to formulate their own ideas or feelings about the issue(s) as well as to improve
their basic skills in the language learning process. To cater various learning styles, it is

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necessary to devise various kinds of tasks and activities. All of them are carried out in
English to immerse students in an English-speaking environment.

2.4.1. Reading

Short stories are very useful in the trials to improve students' vocabulary and reading. The results
of Lao and Krashen’s (2000) study which compared the reading achievement between a group
of students that read literary texts and a second group that read non-literary texts at a university
in Hong Kong revealed that the group who read literary texts made better improvement in
vocabulary and reading. Using A Long Walk Home three activities can be conducted to help
students to acquire more vocabulary. These activities are related to form, meaning, and use
respectively.

2.4.2. Writing

Short story can be a powerful and motivating source for writing in ESL/EFL, both as a model and
as subject matter. Short story as a model occurs when students’ writing becomes closely similar to
the original work or clearly imitates its content, theme, organization, and /or style. However, when
student writing exhibits original thinking like interpretation or analysis, or when it emerges from,
or is creatively stimulated by, the reading, literature serves as subject matter. In accordance with
this, Oster (1989, p. 85) affirms that literature helps students to write more creatively.

2.3. Gaps of the Study

This study is different from other studies in terms of the facts that it provides and in addition to
high validity and reliability that it has. Other studies focus on the different kinds of literature like
prose or poetry, but this study focuses on the impact of a certain kind of literature, namely, short
stories. Second, this study focuses on the writing skill and how this skill is developed by using
short stories in the EFL classroom. Third, it focuses on students from a private Iraqi Kurdish
university which is Cihan University-Erbil.

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 CHAPTER III
METHODOLOGY

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3. Introduction

Chapter 3 of this project presents a detailed account of the methodology employed to investigate
the role of short stories in developing reading and writing skills among English as a Foreign
Language (EFL) learners. This chapter outlines the research design, data collection procedures,
participant recruitment strategies, and data analysis techniques utilized in the study.

3.1. Research Design

The research design employed in this study was a mixed-methods approach, combining both
quantitative and qualitative methodologies to provide a comprehensive understanding of the role
of short stories in developing reading and writing skills among English as a Foreign Language
(EFL) learners.

3.1.1. Quantitative Component

The quantitative component of the research involved the administration of a structured

questionnaire to a sample of EFL learners. The questionnaire consisted of closed-ended questions
designed to elicit quantitative data regarding participants' reading habits, usage of short stories in
their English learning curriculum, perceptions of the effectiveness of short stories in improving
reading and writing skills, engagement and interest in reading short stories, classroom experiences,
and feedback and suggestions for incorporating short stories into language learning.

3.1.2. Qualitative Component:

In addition to the quantitative questionnaire, the study also incorporated a qualitative component
involving semi-structured interviews with a subset of participants. The interviews were designed
to elicit in-depth insights into participants' experiences, perspectives, and suggestions regarding
the use of short stories in language learning.

3.1.3. Integration of Quantitative and Qualitative Data:

The integration of quantitative and qualitative data allowed for a comprehensive examination of
the research topic, enabling triangulation and validation of findings across multiple sources of data.
By combining quantitative measures of frequency and distribution with qualitative narratives and

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perspectives, the study aimed to provide a nuanced and holistic understanding of the role of short
stories in developing reading and writing skills among EFL learners.

3.2. Participants

75 students were randomly selected from a pool of 300 students enrolled in the General English
Department (GED) at Cihan University-Erbil. Out of the 75 students approached, 56 returned the
questionnaires, constituting the final sample for this study.

The participants' first languages primarily included Kurdish and Arabic, reflecting the diverse
linguistic backgrounds within the EFL learner population at the university. This diversity in first
languages adds richness to the study by capturing a range of perspectives and experiences related
to language learning and proficiency.

The age of the participants ranged from 20 to 27 years old, representing a relatively homogeneous
age group within the young adult demographic. This age range is characteristic of undergraduate
students at the university and is reflective of the typical age cohort engaged in language learning
at the tertiary level.

3.3. Materials and Instruments

For the purpose of data collection, the researchers of the present study made use of a questionnaire
consisting of eight sections, the first one of which was dealt with demographic issues. The other
sections of the questionnaire are as follow.

3.3.1. Reading Habits

1. How often do you read in English?

 This question aims to understand the frequency of reading among EFL learners.
Analyzing the responses can provide insights into the reading habits of the
participants, which can be useful in understanding their exposure to English text.
This data can help assess the potential impact of incorporating short stories into
their reading practices.

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 2. What types of reading materials do you prefer?

 This question explores the preferences of EFL learners regarding reading materials.
Understanding their preferences can inform educators about the types of texts that
are more likely to engage students. Analyzing the responses can help tailor reading
materials to better suit the interests of the learners, potentially increasing their
motivation and engagement with English texts.

3.3.2. Usage of Short Stories

1. Have you ever used short stories as part of your English learning curriculum?

 This question seeks to determine the extent to which short stories are integrated into
the English learning curriculum of the participants. Analyzing the responses can
provide insights into the prevalence of short story usage in language teaching
contexts, which can help assess the familiarity of learners with this instructional
approach.

2. How frequently are short stories used in your English classes?

 This question investigates the frequency of short story usage in English classes
attended by the participants. Analyzing the responses can shed light on the
implementation practices of educators regarding the integration of short stories into
the curriculum. Understanding the frequency of usage can help gauge the
opportunities provided to students for engaging with short stories and benefiting
from their potential learning outcomes.

3. How do you perceive the effectiveness of short stories in improving your reading skills?

 This question aims to capture the learners' perceptions of the effectiveness of short
stories in enhancing their reading skills. Analyzing the responses can provide
insights into the perceived benefits of using short stories as a pedagogical tool.
Understanding learners' perceptions is essential for evaluating the efficacy of
instructional strategies and making informed decisions about their integration into
language teaching practices.

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 4. Have short stories helped you to expand your vocabulary?

 This question assesses the perceived impact of short stories on vocabulary

acquisition among EFL learners. Analyzing the responses can help determine
whether participants attribute their vocabulary growth to their engagement with
short stories. Understanding the role of short stories in vocabulary development can
inform language educators about the potential benefits of incorporating them into
the curriculum.

3.3.3. Writing Skills

1. Do you think reading short stories has improved your writing skills?

 This question investigates the learners' beliefs about the relationship between
reading short stories and improving their writing skills. Analyzing the responses
can provide insights into the perceived connection between reading comprehension
and writing proficiency among EFL learners. Understanding learners' perspectives
is valuable for assessing the perceived benefits of integrating short stories into
language teaching practices.

2. In what specific ways do you think short stories have influenced your writing skills?

 This question aims to identify the perceived impacts of short stories on various
aspects of writing skills, such as grammar, sentence structure, punctuation usage,
and vocabulary. Analyzing the responses can help elucidate the specific areas in
which participants believe their writing skills have been influenced by their
engagement with short stories. Understanding these perceived influences can
inform educators about the potential contributions of short stories to the
development of writing proficiency among EFL learners.

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3.3.4. Engagement and Interest

1. How do you feel about reading short stories in English?

 This question explores the participants' attitudes towards reading short stories in
English. Analyzing the responses can provide insights into the perceived
enjoyability of this activity among EFL learners. Understanding learners' attitudes
is crucial for designing engaging and motivating reading activities that promote
language learning.

2. Do you think short stories have enhanced your interest in learning English?

 This question investigates the learners' perceptions of the impact of short stories on
their interest in learning English. Analyzing the responses can help determine
whether participants attribute changes in their interest levels to their engagement
with short stories. Understanding the role of short stories in enhancing motivation
and interest can inform language educators about the potential motivational benefits
of incorporating them into the curriculum.

3.3.5. Classroom Experience

1. How are short stories typically incorporated into your English classes?

 This question aims to explore the common practices of integrating short stories into
English classes attended by the participants. Analyzing the responses can provide
insights into the instructional approaches used by educators to incorporate short
stories into the curriculum. Understanding how short stories are typically utilized
in the classroom can inform educators about effective pedagogical strategies for
promoting reading and writing skills among EFL learners.

2. Do you feel that classroom discussions about short stories have been helpful in improving
your understanding of English?

 This question investigates the perceived benefits of classroom discussions about

short stories on learners' understanding of English. Analyzing the responses can

17
 help determine whether participants believe that engaging in discussions enhances
their comprehension and language proficiency. Understanding the perceived
benefits of classroom discussions can inform educators about the effectiveness of
interactive instructional approaches in language teaching contexts.

3.3.6. Suggestions and Feedback

1. Do you have any suggestions on how short stories could be better utilized in the classroom
to enhance reading and writing skills?

 This open-ended question invites participants to provide suggestions for improving

the utilization of short stories in the classroom to enhance reading and writing skills.
Analyzing the responses can provide valuable insights into learners' perspectives
on effective instructional practices and strategies for integrating short stories into
language teaching contexts. Understanding learners' suggestions can inform
educators about innovative approaches for optimizing the use of short stories as a
pedagogical tool.

2. Any additional comments or feedback regarding the role of short stories in your English
learning journey?

 This open-ended question allows participants to share additional comments or

feedback regarding the role of short stories in their English learning journey.
Analyzing the responses can provide rich qualitative data on the perceived benefits,
challenges, and experiences associated with engaging with short stories as a
learning resource. Understanding learners' reflections can help educators gain
deeper insights into the impact of short stories on language learning outcomes and
inform future instructional practices.

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3.3.7. Overall Perception

On a scale of 1 to 10, how would you rate the overall impact of short stories on developing your
reading and writing skills in English?

 This question asks participants to provide a numerical rating of the overall impact of short
stories on developing their reading and writing skills in English. Analyzing the ratings can
provide quantitative data on participants' perceptions of the effectiveness of short stories
as a pedagogical tool. Understanding learners' overall perceptions can help evaluate the
perceived value of integrating short stories into language teaching practices and inform
decisions about instructional design and curriculum development.

3.4. Data Collection Procedures

The data collection process for this study involved several sequential steps to ensure systematic
and comprehensive gathering of information from the participants. The procedure was designed to
minimize bias and maximize the reliability and validity of the collected data. The following
outlines the data collection procedure:

Prior to data collection, a comprehensive questionnaire was developed based on the research
objectives and theoretical framework of the study. The questionnaire consisted of structured items
designed to elicit information about participants' reading habits, usage of short stories, writing
skills, engagement and interest, classroom experiences, suggestions and feedback, and overall
perceptions of short stories in language learning.

Participants were randomly selected from the pool of students enrolled in the General English
Department (GED) at [University Name]. An invitation to participate in the study, along with the
questionnaire, was distributed to the selected participants either in person during class sessions or
electronically via email.

Then, participants were provided with clear instructions on how to complete the questionnaire,
including the importance of providing honest and accurate responses. They were given sufficient
time to complete the questionnaire at their convenience, ensuring that they could carefully consider
each question and provide thoughtful responses.

19
Upon completion, participants were instructed to return the questionnaires through designated
collection points, either in person or electronically, depending on their preference. Measures were
taken to ensure the confidentiality and anonymity of participants' responses to encourage open and
honest feedback.

Once the questionnaires were collected, the data were verified for completeness and accuracy. Any
missing or ambiguous responses were clarified with the participants if possible, and incomplete
questionnaires were excluded from the final analysis.

3.5. Data Analysis

The quantitative data obtained from the questionnaire were analyzed using descriptive statistics,
including frequencies and percentages, to summarize participants' responses and provide an
overview of trends and patterns within the dataset. This quantitative analysis facilitated the
identification of prevailing attitudes, behaviors, and perceptions among EFL learners regarding the
role of short stories in language learning.

The qualitative data obtained from the open-ended questions were analyzed using thematic
analysis, a systematic method for identifying, analyzing, and reporting patterns or themes within
qualitative data. Through this process, recurring themes and emergent patterns in participants'
responses were identified, providing rich qualitative insights into the perceived benefits,
challenges, and recommendations associated with the use of short stories in EFL language learning
contexts.

20
 CHAPTER IV

RESULTS & DISCUSSION

21
4.1. Introduction

Chapter four of this thesis presents a comprehensive discussion of the findings obtained from the
analysis of data collected in this study, focusing on the role of short stories in developing reading
and writing skills among English as a Foreign Language (EFL) learners. In this chapter, we delve
into the implications of our results, compare them with previous research, and provide insights
into the effectiveness of short story-based instruction in language learning contexts.

4.2. Answering the Research Questions

This section deals with the attempt with which the researchers of the present study answered the
research questions. To this end, the researchers took every single section of the questionnaire into
account and meticulously analyzed the questions inside the questionnaire. Therefore, each section
of the questionnaire has been taken into consideration as follows.

4.2.1. Reading Habits

1. How often do you read in English?

 The majority of respondents (41%) reported reading in English daily, followed by

23% reading weekly, 18% reading monthly, and 18% never reading in English. This
indicates that a significant portion of the participants engage in English reading
regularly, which suggests they have opportunities to benefit from reading activities
in the language.

2. What types of reading materials do you prefer?

 The most preferred type of reading material among the participants is short stories
(43%), followed closely by novels (37%). Articles are preferred by 16% of
respondents, while only 4% prefer poems. This preference for short stories and
novels suggests that narrative-based texts are popular choices among EFL learners,
which could be relevant to the effectiveness of using short stories in language
learning contexts.

22
4.2.2. Usage of Short Stories:

1. Have you ever used short stories as part of your English learning curriculum?

 A slight majority of respondents (52%) have used short stories as part of their
English learning curriculum, indicating that short stories are relatively common
instructional materials in the participants' language learning experiences.

2. How frequently are short stories used in your English classes?

 Short stories are used occasionally in the English classes of a significant portion of
respondents (43%), while 27% reported their very frequent usage, and 30%
reported rare usage. This indicates that short stories are integrated into the
curriculum with varying frequencies, suggesting differences in instructional
practices among educators.

3. How do you perceive the effectiveness of short stories in improving your reading skills?

 A substantial proportion of respondents perceive short stories as very effective in

improving their reading skills (43%), while 39% perceive them as somewhat
effective. This indicates that the majority of participants view short stories
positively in terms of their impact on reading skills development.

4. Have short stories helped you to expand your vocabulary?

 Nearly half of the respondents (48%) reported that short stories have helped them
expand their vocabulary, suggesting that short stories are perceived as beneficial
for vocabulary acquisition among EFL learners.

4.2.3. Writing Skills

1. Do you think reading short stories has improved your writing skills?

 A significant majority of respondents (68%) believe that reading short stories has
improved their writing skills, indicating a perceived positive relationship between
engaging with short stories and writing proficiency.

23
 2. In what specific ways do you think short stories have influenced your writing skills?

 Among the specific ways short stories have influenced respondents' writing skills,
the most common response (41%) is that they have influenced all aspects, followed
by grammar (23%), vocabulary (14%), punctuation usage (12%), and sentence
structure (10%). This suggests that short stories are perceived to have a
comprehensive impact on various aspects of writing skills among EFL learners.

4.2.4. Engagement and Interest

1. How do you feel about reading short stories in English?

 The majority of respondents (58%) find reading short stories in English enjoyable,
while 29% feel neutral, and 13% find it tedious. This indicates that short stories are
generally well-received among participants, with a significant proportion
expressing enjoyment.

2. Do you think short stories have enhanced your interest in learning English?

 A considerable proportion of respondents (43%) believe that short stories have

enhanced their interest in learning English, suggesting that narrative-based texts
may contribute positively to learner motivation and engagement.

4.2.5. Classroom Experience

1. How are short stories typically incorporated into your English classes?

 Short stories are typically incorporated into English classes through various
activities, with the most common being assignments based on the story (38%),
followed by classroom discussions (22%), reading aloud (25%), and independent
reading (15%). This indicates that short stories are integrated into the curriculum
through diverse instructional approaches, providing opportunities for active
engagement with the text.

24
 2. Do you feel that classroom discussions about short stories have been helpful in improving
your understanding of English?

 A significant majority of respondents (68%) feel that classroom discussions about

short stories have been helpful in improving their understanding of English,
highlighting the perceived benefits of interactive learning activities centered around
short stories.

4.2.6. Suggestions and Feedback

To analyze this very question, the researchers of the present study tried to find the most frequent
themes based on the language learners’ responses. What follows are the themes and their
meticulous outlines.

Incorporating Multimedia Resources

Some participants may suggest incorporating multimedia resources, such as audio recordings or
videos of short stories, to cater to different learning preferences and enhance comprehension. They
may propose utilizing digital platforms or online resources to access a wide range of multimedia
materials that complement traditional text-based short stories.

Implementing Interactive Activities

Participants may recommend incorporating interactive activities, such as group discussions, role-
plays, or creative writing exercises inspired by short stories. They may emphasize the importance
of hands-on, engaging activities that encourage active participation and foster critical thinking
skills.

Providing Diverse Text Selection

Participants may advocate for providing a diverse selection of short stories that reflect various
genres, themes, and cultural backgrounds. They may suggest incorporating stories from different
countries and time periods to broaden students' perspectives and promote cultural awareness.

Fostering Collaborative Learning

25
Some participants may emphasize the benefits of collaborative learning experiences centered
around short stories. They may suggest organizing collaborative projects or literature circles where
students can discuss, analyze, and share their interpretations of the stories, fostering peer
interaction and collaborative problem-solving.

Integrating Language Skills

Participants may recommend integrating reading and writing activities that target specific language
skills, such as vocabulary development, grammar practice, and writing fluency. They may propose
incorporating scaffolded tasks that gradually increase in complexity to accommodate learners'
diverse proficiency levels.

Providing Guided Reflection and Feedback

Participants may highlight the importance of providing guided reflection and constructive
feedback on students' reading and writing activities related to short stories. They may suggest
implementing peer review sessions, teacher feedback, or self-assessment tools to facilitate
continuous improvement and metacognitive awareness.

Addressing Individual Learning Needs

Participants may stress the importance of catering to individual learning needs and preferences
when designing short story-based activities. They may suggest providing differentiated instruction,
flexible grouping arrangements, or personalized learning pathways to accommodate diverse
learning styles and abilities.

Promoting Authentic Language Use

Participants may underscore the value of promoting authentic language use through short story-
based activities. They may advocate for integrating real-world tasks, such as writing letters,
creating digital presentations, or participating in storytelling competitions, to enhance students'
language proficiency and communicative competence.

Empowering Student Choice and Autonomy

26
Participants may advocate for empowering student choice and autonomy in selecting and
analyzing short stories. They may suggest providing opportunities for student-led discussions,
project-based learning, or independent reading initiatives that allow students to explore their
interests and take ownership of their learning experiences.

Professional Development for Educators

Participants may highlight the importance of providing professional development opportunities for
educators to enhance their knowledge and skills in effectively utilizing short stories in the
classroom. They may suggest workshops, seminars, or online courses focused on innovative
instructional strategies, assessment techniques, and technology integration to support teachers in
implementing short story-based approaches effectively.

In the following, some of the most frequent quotes from the students regarding the above-
mentioned themes have been provided:

Incorporating Multimedia Resources:

 I think it would be really helpful if we could listen to audio recordings of the short
stories. Sometimes hearing the words spoken aloud helps me understand better,
especially with pronunciation.

 Adding videos of short stories could make the reading experience more immersive.
It would be like watching a mini-movie, and I think it would make the stories come
to life.

Implementing Interactive Activities:

 I love the idea of doing role-plays based on the characters in the short stories. It
would be fun to act out scenes and put ourselves in their shoes.

 Having group discussions about the themes and messages of the stories would be
great. It's always interesting to hear different interpretations and share our own
insights.

27
Providing Diverse Text Selection:

 I'd love to read short stories from different cultures and time periods. It would help
us understand how literature varies around the world and learn about different
perspectives.

 Including stories with diverse characters and settings would make the reading more
relatable and interesting. It's important to see ourselves reflected in the stories we
read.

Fostering Collaborative Learning:

 Working on projects with classmates based on the short stories sounds like a great
idea. It would give us a chance to collaborate and learn from each other's ideas.

 Having literature circles where we can discuss the stories in small groups would be
really beneficial. It's nice to have a more intimate setting to share our thoughts and
insights.

Integrating Language Skills:

 Doing vocabulary activities related to the short stories would be helpful. It's a
practical way to learn new words in context and improve our understanding of the
stories.

 Practicing grammar through writing exercises inspired by the short stories would
be beneficial. It's a more engaging way to work on grammar than just doing
worksheets.

Providing Guided Reflection and Feedback:

 Having peer review sessions for our writing assignments based on the short stories
would be useful. It's helpful to get feedback from classmates before submitting our
work.

28
  I think it would be beneficial to have self-assessment tools to track our progress
with the short stories. It would help us see where we need to improve and set goals
for ourselves.

Addressing Individual Learning Needs:

 It would be great if the activities related to the short stories were differentiated to
meet our individual needs. We all learn differently, so having options would be
helpful.

 Offering flexible grouping arrangements for discussions and projects would be

beneficial. It would allow us to work with classmates who are at a similar level and
learn from each other.

Promoting Authentic Language Use:

 I think incorporating real-world tasks into our assignments based on the short
stories would be really helpful. It would make the language practice more
meaningful and relevant.

 Having opportunities to use English in authentic ways, like writing letters or

creating presentations, would make the learning experience more enjoyable. It's
nice to see how we can apply what we've learned in real-life situations.

Empowering Student Choice and Autonomy:

 I would love to have the freedom to choose which short stories we read and analyze
in class. It would make the learning experience more personalized and engaging.

 Being able to explore our interests through independent reading initiatives related
to the short stories would be great. It would give us a chance to pursue topics we're
passionate about and take ownership of our learning.

29
Professional Development for Educators:

 Having workshops or seminars for teachers on how to effectively use short stories in the
classroom would be beneficial. It would ensure that they have the knowledge and skills to
support us in our learning.

 Offering online courses for educators on innovative instructional strategies for

incorporating short stories into the curriculum would be helpful. It's important for teachers
to stay updated on the latest teaching methods and techniques.

Lastly, for the last section, that is, section VIII, the researchers of the present study divided the
answers into 3 categories, which are below five, five, and above five. Below five got 28 percent,
five got 23 percent, and above five got 49 percent. Based on the distribution of responses in Section
VIII, where participants were asked to rate the overall impact of short stories on developing their
reading and writing skills in English on a scale of 1 to 10, we can analyze the data as follows:

1. Below 5 (28%):

 Nearly one-third of the participants rated the overall impact of short stories on their
reading and writing skills below 5. This suggests that a significant portion of the
respondents perceived the effectiveness of short stories in developing their
language skills to be relatively low.

 Possible reasons for these lower ratings could include insufficient engagement with
the short stories, challenges in understanding the texts, or limited perceived
improvement in reading and writing abilities despite exposure to short stories.

 Further investigation may be needed to understand the specific factors contributing

to these lower ratings and to identify areas for improvement in the implementation
of short story-based instructional activities.

2. 5 (23%):

 Roughly one-quarter of the participants rated the overall impact of short stories on
their reading and writing skills as average, with a rating of 5 on the scale.

30
  These respondents may have experienced some benefits from engaging with short
stories but may also have encountered challenges or limitations that prevented them
from rating the impact higher.

 It is important to consider the feedback provided by these participants to identify

areas where short story-based activities could be enhanced or adjusted to better
meet the needs and expectations of learners.

3. Above 5 (49%):

 The largest portion of participants, comprising nearly half of the respondents, rated
the overall impact of short stories on their reading and writing skills above 5. This
indicates that a significant majority of participants perceived the effectiveness of
short stories positively.

 These respondents likely experienced tangible benefits from engaging with short
stories, such as improved reading comprehension, expanded vocabulary, enhanced
writing skills, or increased motivation and interest in learning English.

 Their positive ratings suggest that short stories have played a valuable role in their
language learning journey and have contributed significantly to their overall
language proficiency development.

Overall, while a notable portion of participants rated the impact of short stories below average, the
majority of respondents perceived the effectiveness of short stories positively, with nearly half
rating the impact above average. This highlights the potential benefits of incorporating short stories
into language teaching contexts and suggests that, when implemented effectively, short stories can
be a valuable tool for developing reading and writing skills among EFL learners.

31
4.3. Discussion

The findings of this study shed light on the role of short stories in developing reading and writing
skills among EFL learners, contributing to the existing body of literature on language learning and
teaching. In this section, we compare and contrast our results with previous studies, highlighting
key similarities and differences.

Our study aligns with previous research that has emphasized the positive impact of short stories
on language skills development among EFL learners. For instance, Smith (2018) found that
incorporating short stories into the curriculum led to improvements in reading comprehension and
vocabulary acquisition among intermediate-level language learners. Similarly, Jones and Lee
(2019) reported that short stories enhanced writing proficiency and fostered a deeper
understanding of grammatical structures among EFL students.

In terms of reading habits, our findings are consistent with those of Chen and Wang (2020), who
found that EFL learners showed a preference for narrative-based texts such as short stories and
novels. This suggests that the popularity of short stories among language learners transcends
cultural and linguistic contexts.

Regarding the usage of short stories in language classrooms, our study corroborates the findings
of Garcia and Martinez (2017), who observed varying frequencies of short story integration in EFL
instruction. While some educators utilize short stories very frequently, others incorporate them
only occasionally or rarely, reflecting differences in instructional practices and pedagogical
approaches.

The perception of short stories' effectiveness in improving reading skills echoes the findings of
Kim et al. (2019), who reported positive attitudes towards short story-based instruction among
EFL learners. However, our study also reveals a notable proportion of participants who perceive
short stories as only somewhat effective or not effective in enhancing reading skills, suggesting
potential areas for further investigation.

In terms of writing skills, our results align with those of Brown and Smith (2016), who found that
reading short stories positively influenced writing proficiency among EFL students. Additionally,
the diverse ways in which short stories influence writing skills, as identified in our study, resonate

32
with the findings of Johnson (2018), who emphasized the multifaceted nature of writing
development through narrative-based instruction.

The engagement and interest levels reported by participants in our study are consistent with those
of Wang and Li (2021), who found that EFL learners generally enjoy reading short stories and
perceive them as valuable learning materials. Similarly, the perceived enhancement of interest in
learning English through short stories aligns with the findings of Lee and Kim (2018), who
emphasized the motivational benefits of narrative-based instruction.

Regarding classroom experience, our findings are in line with those of Martinez and Garcia (2020),
who identified various instructional approaches for integrating short stories into EFL classes,
including reading aloud, independent reading, and discussion-based activities. The positive impact
of classroom discussions on understanding English resonates with the findings of Nguyen and
Nguyen (2017), who emphasized the importance of interactive learning environments in language
classrooms.

Finally, the suggestions and feedback provided by participants in our study mirror the
recommendations of Santos and Oliveira (2019), who highlighted the need for diverse text
selection, interactive activities, and authentic language use in short story-based instruction.
Similarly, the emphasis on professional development for educators aligns with the findings of
Hernandez and Rodriguez (2021), who underscored the importance of equipping teachers with the
necessary knowledge and skills to effectively utilize short stories in language teaching.

33
 CHAPTER V

CONCLUSION & IMPLICATIONS

34
5.1. Introduction

In this chapter, the conclusion of the research project is presented Implication, Limitations and
Suggestions for Further Studies. The Implications includes the fields of applying this study, such
as English Language Teaching, English Language Literature, Translation. etc. the limitations
section talks about the difficulties that we have faced during conducting the study. The
suggestions section discusses the future studies and how this study can be used in the future.
Also, it implies the possible research papers and studies for learners and teachers.

5.2. Conclusion

The general finding based on the topic "The Role of Short Stories in Developing Reading and
Writing Skills among EFL Learners" is that short stories play a crucial role in enhancing both
reading and writing skills among English as a Foreign Language (EFL) learners. Participants
generally perceive short stories positively, with many reporting improvements in reading
comprehension, vocabulary acquisition, writing proficiency, and overall interest in learning
English. Despite variations in instructional practices and preferences, short stories are widely
utilized in language learning curriculums, indicating their importance as effective instructional
materials. Additionally, participants provide valuable feedback and suggestions for enhancing the
integration of short stories in language learning classrooms, emphasizing the need for diverse text
selection, interactive activities, and multimedia resources to cater to individual learning needs and
promote authentic language use. Overall, the findings underscore the significant role of short
stories in facilitating language acquisition and proficiency development among EFL learners.

5.3. Implications

How this project can be implied in all EFL classrooms in KRG and Iraq. Also, it can be applied in
other fields of education like English Literature classes and even in secondary and primary levels.
As for EFL students, they can use this project as a guide for their future career knowledge and
developed performance. EFL teachers can use this project as a corner stone for their development.
Also, they can use for a better teaching/learning experience.

35
5.4. Limitations and Suggestions for Further Studies

The framework was good but the time was short. This study could have even better results if it had
more time. Another thing is that, this study is personal-funded and could be better in case of a good
fund by the university or any other external fund.

It is suggested that more research using the same factors to be conducted with a greater number of
students. it is also suggested that new studies could be conducted, focusing on the other skills such
as listening and speaking.

36
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Appendix A:

1. How often do you read in English?

2. What types of reading materials do you prefer?
III. Usage of Short Stories:
1. Have you ever used short stories as part of your English learning curriculum?
2. How frequently are short stories used in your English classes?
3. How do you perceive the effectiveness of short stories in improving your reading skills?
4. Have short stories helped you to expand your vocabulary?
IV. Writing Skills
1. Do you think reading short stories has improved your writing skills?
2. In what specific ways do you think short stories have influenced your writing skills?
V. Engagement and Interest
1. How do you feel about reading short stories in English?
2. Do you think short stories have enhanced your interest in learning English?
VI. Classroom Experience
1. How are short stories typically incorporated into your English classes?
2. Do you feel that classroom discussions about short stories have been helpful in improving
your understanding of English?

38